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INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,

MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)

ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue VI, June 2026

Work Readiness of BSBA OJT Students in a Private Catholic Institution:

A Student-Supervisor Comparative-Correlational Assessment

Dr. Sarah D. Rodenas, LPT

, Janny Boy Padios

, Frencis Jen O. Galvez

, Ronalyn E. Amante

, Charise

T. Mahinay

, Mark Vince Siarot

, Ruben C. Amante

, Mhaynard C. Astilla

, Dave D. Bascones

1,2,3,4,5,6,7,8,9

Mount Carmel College of Escalante, Inc.

DOI: https://doi.org/10.51583/IJLTEMAS.2026.150600202

Received: 10 July 2026; Accepted: 14 July 2026; Published: 21 July 2026

ABSTRACT

Work readiness is essential in helping business students transition from academic learning to employment

because it reflects their ability to apply knowledge, technical competencies, communication skills,

professionalism, interpersonal abilities, self-management, and ethical responsibility in actual workplace settings.

This study aimed to assess the work readiness of Bachelor of Science in Business Administration On-the-Job

Training students based on their self-assessments and the evaluations of Host Training Establishment supervisors

as a basis for enhancing the On-the-Job Training manual. A quantitative descriptive-comparative design was

employed among 94 Bachelor of Science in Business Administration On-the-Job Training students selected

through total enumeration and 50 Host Training Establishment supervisors selected through purposive sampling.

Data were gathered using validated questionnaires with content validity indices of 0.93 and 0.94 and a

Cronbach’s alpha coefficient of 0.979. For descriptive statistics, frequency, percentage, mean, and standard

deviation were used. For inferential statistics, the t-test and analysis of variance were employed to determine

significant differences, while Pearson’s correlation coefficient was used to examine the relationship between the

variables. Findings revealed that the students demonstrated a generally very high level of work readiness across

the seven dimensions. Most differences based on the profiles of the students and supervisors were not statistically

significant. However, knowledge competency varied significantly across industry categories, while work attitude

and professionalism differed significantly according to the position of the Host Training Establishment

Supervisor. The assessments of the students and supervisors showed a moderate positive but statistically non-

significant relationship. The study concluded that Bachelor of Science in Business Administration On-the-Job

Training students were generally prepared for workplace demands. However, student self-assessments and

supervisor evaluations represented distinct yet complementary perspectives that should both be considered in

evaluating work readiness. The institution should enhance the On-the-Job Training manual by providing clearer

competency standards, structured orientation, industry-aligned tasks, regular monitoring, consistent evaluation

tools, and scheduled feedback sessions involving students, On-the-Job Training coordinators, and Host Training

Establishment supervisors. Based on the findings, the Integrated Work Readiness Enhancement and Industry

Bridging Program was proposed.

Keywords: Work Readiness, BSBA Students, On-the-Job Training (OJT), Employability Skills, Professional

Competencies, Host Training Establishment (HTE), Work Attitude and Professionalism, Communication Skills,

descriptive-comparative, Philippines

INTRODUCTION

The transition from academic life to professional employment is a critical stage in a student’s career

development, as it determines their ability to perform effectively in workplace environments (Jackson et al.,

2025). Globally, many graduates struggle to translate theoretical knowledge into practical workplace skills,

resulting in gaps in problem-solving, communication, and technical competencies (Su et al., 2026). In the Asian

and local contexts, students often lack hands-on experience and exposure to real workplace scenarios, which

affects their confidence, professional effectiveness, and development of key competencies during On-the-Job

Training (Agustina & Suryatni, 2026). Work readiness, which includes knowledge competency (cognitive

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skills), technical skills, communication skills, work attitude and professionalism, interpersonal skills, personal

attributes (self-management), and ethical and social responsibility, serves as a crucial predictor of employability,

emphasizing the importance of strengthening both academic instruction and experiential learning programs (Su

et al., 2026).

On-the-Job Training (OJT) allows students to apply their academic knowledge in real organizational settings

and develop competencies relevant to business practice (Pineda, 2026). It enhances key areas such as knowledge

competency, technical and practical skills, communication skills, work attitude and professionalism,

interpersonal skills, personal attributes, and ethical and social responsibility (Rodríguez-Pérez et al., 2022).

Knowledge Competency (Cognitive Skills) refers to students’ understanding of core business concepts and their

ability to apply theory to workplace situations (M. Yang et al., 2025). However, gaps exist as graduates globally

struggle with application, Asian students lack industry-specific knowledge, and Filipino students have limited

workplace exposure during OJT (Melendres et al., 2022). Technical and Practical Skills involve performing tasks

efficiently using tools and technologies in the workplace (Torres et al., 2025). Disparities are evident globally

due to rapid technological changes, in Asia due to insufficient hands-on experience, and locally due to limited

access to updated tools (Elliott & Kim, 2025). Communication Skills refer to expressing ideas clearly and

interacting professionally with others (Vázquez et al., 2025). Challenges are evident globally in communication

effectiveness, in Asia due to limited practice, and locally in formal writing and presentations during OJT

(Hernández-Jorge et al., 2022). Work Attitude and Professionalism involve punctuality, discipline,

responsibility, and ethical behavior (Islam, 2026). Globally, graduates show weak accountability, Asian students

lack proactivity, and Filipino students demonstrate inconsistent professionalism due to limited exposure to

workplace norms (Kulal et al., 2026). Interpersonal Skills focus on teamwork, leadership, and collaboration

(Jolls, 2024). Globally, graduates demonstrate insufficient teamwork skills, Asian cultures may limit

participation, and locally students encounter restricted opportunities to practice collaboration during OJT (D.

Lee et al., 2024). Personal Attributes (Self-Management) include resilience, initiative, and time management

(Linh et al., 2026). Globally, students lack self-direction, Asian students depend on instructors, and Filipino

students struggle to balance academic and OJT demands (Chaliawala, 2026. Ethical and Social Responsibility

involves adherence to professional ethics and organizational standards (Rodríguez-Gómez et al., 2022)

Host Training Establishment (HTE) supervisors play a vital role in evaluating the work readiness of BSBA On-

the-Job Training (OJT) students by providing guidance, mentorship, and professional assessment in real

workplace settings (Labitad, 2025). In Knowledge Competency, students generally understand core business

concepts but struggle to apply them in actual work situations (Yu et al., 2026). For Technical and Practical Skills,

students are familiar with basic tools but often face challenges in efficiency, adapting to new technologies, and

independent task management (Mhlongo et al., 2023). In Communication Skills, they can interact effectively but

lack confidence in professional writing, presentations, and team or client communication (Haque et al., 2025).

Regarding Work Attitude and Professionalism, students are motivated and punctual but show gaps in

accountability and consistent adherence to workplace norms (Nuñez, 2025). In Interpersonal Skills, they

collaborate well but struggle with leadership, conflict resolution, and team dynamics (Ngoc Tuong Nguyen &

Thi Kim Oanh, 2025). For Personal Attributes, students demonstrate initiative yet face difficulties in stress

management, prioritization, and focus (Alvarez, 2026). In Ethical and Social Responsibility, students understand

workplace ethics but sometimes fail to apply them consistently (Nguyen et al., 2025). Including HTE

supervisors’ perspectives complements student self-assessments, offering a comprehensive view of work

readiness and identifying areas for improvement in real organizational contexts.

There remains a limited number of local studies that comprehensively examine the work readiness of Bachelor

of Science in Business Administration students across multiple competency areas during their actual On-the-Job

Training (OJT) experiences. This study aimed to determine the level of work readiness of BSBA OJT students

in terms of knowledge competency, technical and practical skills, communication skills, work attitude and

professionalism, interpersonal skills, self-management, and ethical and social responsibility. It also incorporated

the assessments of Host Training Establishment (HTE) supervisors to provide a more objective and workplace-

based evaluation of the students’ preparedness. The findings of the study served as a basis for enhancing the OJT

manual to ensure its alignment with the students’ training needs, workplace expectations, required competencies,

and the educational objectives of the institution.

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Statement of the Problem

This study aims to determine the level of work readiness among the BSBA On-the-Job Training students.

Specifically, this study sought to answer the following questions:

1.What is the demographic profile of the OJT students in terms of age, sex, and industry categories?

2. What is the demographic profile of HTE Supervisors in terms of position in the company, employment status,

and length of handling OJT students?

3.What is the level of work readiness of BSBA On-the-Job Training students in terms of Knowledge Competency

(Cognitive Skills), Technical and Practical Skills, Communication Skills, Work Attitude and Professionalism,

Interpersonal Skills, Personal Attributes (Self-Management), and Ethical and Social Responsibility, when they

are taken collectively and grouped according to age, sex, and industry categories?

4. What is the level of work readiness of BSBA OJT students as evaluated by HTE Supervisors in terms of

Knowledge Competency (Cognitive Skills), Technical and Practical Skills, Communication Skills, Work

Attitude and Professionalism, Interpersonal Skills, Personal Attributes (Self-Management), and Ethical and

Social Responsibility, when taken collectively and when grouped according to the supervisors’ demographic

profile?

5. Is there a significant difference in the level of work readiness of BSBA On-the-Job Training students when

grouped according to the aforementioned profile variables?

6. Is there a significant difference in the work readiness of BSBA OJT students based on HTE evaluations when

grouped according to the demographic profile variables of Host Training Establishment Supervisor when

grouped according to the aforementioned profile variables?

7. Is there a significant relationship between the self-assessed work readiness of BSBA OJT students and the

work readiness evaluations provided by Host Training Establishment Supervisor?

Hypotheses

Based on the inferential problem, the researchers hypothesized that:

1. Is there no significant difference in the level of work readiness of BSBA On-the-Job Training students when

grouped according to the aforementioned profile variables.

2. Is there no significant difference in the work readiness of BSBA OJT students based on HTE evaluations when

grouped according to the demographic profile variables of Host Training Establishment Supervisor when

grouped according to the aforementioned profile variables.

3. Is there no significant relationship between the self-assessed work readiness of BSBA OJT students and the

work readiness evaluations provided by Host Training Establishment Supervisor.

THEORETICAL FRAMEWORK

This study is anchored on Work Readiness Theory, as proposed by Garcia (2006), which explains how

individuals develop the skills, attitudes, and behaviors needed to function effectively in the workplace (Wang,

2026). Work readiness goes beyond academic knowledge to include communication, teamwork,

professionalism, and self-management. The theory emphasizes that employability is shaped through both

education and practical experience. In this study, it is embedded by using these competencies to assess the work

readiness of BSBA OJT students (Mestre, 2024). This ensures that the research focuses on both the theoretical

and practical dimensions of student preparedness.

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Globally, the theory highlights the importance of aligning education with labor market demands and ensuring

graduates possess relevant skills (Chhoeung, 2023). Applying knowledge in real-world situations is essential for

developing work readiness. This study incorporates this idea by examining how students use both their

theoretical understanding and practical skills during their On-the-Job Training (OJT) experience. By doing so,

it determines whether students' learning outcomes align with actual workplace demands and helps identify any

gaps between their academic preparation and the expectations of the industry.

In the Asian context, work readiness is not only about technical skills but also about important values such as

teamwork, respect for authority, and adaptability (Luong et al., 2025). This means that students are also expected

to show good interpersonal behavior and cultural sensitivity in the workplace. In this study, this idea is reflected

in how students interact with others, handle workplace challenges, and demonstrate professionalism during their

training. It helps assess whether they can meet both work expectations and cultural norms in real work settings.

In the Philippine context, work readiness focuses more on preparing students for the transition from school to

employment (Salindo & Salindo, 2023). It emphasizes building confidence, clarifying career goals, and

developing skills needed by employers. In this study, this is applied through On-the-Job Training (OJT), where

students gain real workplace exposure. This experience helps strengthen their practical skills and improve their

employability in the local job market.

Overall, Work Readiness Theory provides a framework for understanding employability from global, Asian, and

local perspectives. The theory highlights the importance of integrating knowledge, skills, and attitudes gained

through both academic learning and practical experience. In this study, it serves as the foundation for assessing

and improving the work readiness of BSBA students during their On-the-Job Training (OJT). Through this

approach, the study aims to ensure that students are well-prepared to succeed in various professional settings

and adapt to the demands of the workplace.

Conceptual Framework

Figure 1: IPOO Framework

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The study is anchored on an Input-Process-Output-Outcome (IPOO) model designed to evaluate the work

readiness of BSBA students during their On-The-Job Training. The Input phase focuses on identifying the

demographic profile of the respondents specifically their age, sex, and industry category alongside seven key

dimensions of work readiness, ranging from cognitive and technical skills to ethical and social responsibility.

These inputs are then subjected to a rigorous Process involving quantitative data collection via survey

questionnaires, validated through content reliability and Cronbach’s alpha. The methodology employs

descriptive statistics, such as frequency counts and mean scores, alongside inferential tools like t-tests and

ANOVA to determine if significant differences in readiness exist based on student demographics. The direct

Output of this analysis is the development of a comprehensive Intervention Program intended to enhance

workplace competencies, strengthen professional attitudes, and establish best practices among OJT students.

Ultimately, the Outcome of the study aims for the long-term improvement of the BSBA program through the

enhanced alignment of the curriculum with industry requirements, the refined implementation of the OJT

manual, and the maximization of learning opportunities to produce graduates with strengthened, industry-ready

competencies.

Scope and Limitation

This study focused on assessing the level of work readiness of BSBA On-the-Job Training (OJT) students within

their respective organizations where they were deployed. The research covered key competencies, including

knowledge competency (cognitive skills), technical and practical skills, communication skills, work attitude and

professionalism, interpersonal skills, personal attributes (self-management), and ethical and social responsibility.

The respondents of this study included BSBA students of Mount Carmel of Escalante Incorporated who were

undergoing OJT at selected companies or organizations within and outside Escalante City during the second

semester of the school year 2025–2026 (January–May 2026), as well as HTE supervisors responsible for

overseeing and evaluating their performance. The study also considered the demographic profiles of both

students and supervisors, including age, sex, and industry category for students, and position in the company,

employment status, and length of handling OJT students for supervisors, to determine significant differences in

students’ work readiness. However, the study was limited only to BSBA OJT students and HTE supervisors of

Mount Carmel of Escalante Incorporated during the specified period and did not include students from other

academic programs or institutions. In this study, all officially enrolled BSBA OJT students and their assigned

HTE supervisors during the Academic Year 2025-2026 will be included as respondents. Including all qualified

participants will ensure complete representation of the population and provide reliable data in assessing the work

readiness of BSBA students across the identified dimensions of competency, workplace behavior, and

professional performance. Moreover, the findings relied mainly on the responses and evaluations of the

respondents, which may have been influenced by personal perceptions and experiences.

Significance of the Study

The results of this study will benefit several groups:

BSBA OJT Students. This study will help On-the-Job Training (OJT) students understand the importance of

developing essential work readiness competencies such as knowledge, technical skills, communication,

teamwork, professionalism, and ethical responsibility

Host-Training Establishment Supervisors. The results may help supervisors and employers assess the level

of preparedness of BSBA trainees and guide them in designing more effective training experiences and

meaningful work exposure.

School Administrators. The findings of this study may assist school administrators in enhancing curricula and

improving On-the-Job Training (OJT) programs to better align with industry demands and workforce

expectations.

Faculty Members and OJT Coordinators. The study may provide insights that can assist instructors and

coordinators in strengthening training supervision, mentoring, and skill development activities for students.

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Researcher. This study may contribute to the existing body of knowledge on work readiness and serve as a

useful reference for academic and professional purposes.

Future Researchers. The study may serve as a reference for future studies related to work readiness,

employability skills, and internship programs among business students.

Definition of Terms

The following terms are defined conceptually and operationally for the purpose of this study:

Adaptability. The ability of students to adjust to different tasks, work environments, and organizational cultures

during their On-the-Job Training (OJT) experience (Lam et al., 2025).

Measured by students’ self-reported ability to adjust to workplace changes in tasks, roles, and schedules during

OJT.

BSBA Students. Individuals enrolled in the Bachelor of Science in Business Administration program who are

required to complete On-the-Job Training as part of their academic curriculum (Jackson & O’Connor, 2026).

Identified through academic records and confirmed by active participation in the OJT program.

Communication Skills. The ability of students to effectively express ideas, share information, and interact

professionally with supervisors, coworkers, and clients in the workplace (Rodríguez et al., 2025).

Measured through survey items assessing oral and written communication, report writing, presentations, and

workplace interactions during OJT.

Ethical and Social Responsibility. Adherence to professional ethics, respect for organizational policies, and

awareness of social responsibilities in workplace conduct (Khushk et al., 2024).

Measured by students’ demonstration of integrity, honesty, adherence to policies, and socially responsible

behavior during their OJT.

Interpersonal Skills.The ability to build positive relationships, collaborate with team members, and manage

workplace interactions effectively (Gonzales Jr, 2026).

Assessed by students’ teamwork, cooperative behavior, leadership in group tasks, and ability to maintain

harmonious relationships with colleagues and clients.

Knowledge Competency (Cognitive Skills).Understanding and application of business concepts, principles,

and theories relevant to workplace tasks (Marquardt et al., 2022).

Measured by students’ ability to apply academic knowledge in areas such as marketing, finance, management,

and industry-specific tasks during OJT.

On-the-Job Training (OJT). A practical training program where students are placed in companies or

organizations to gain hands-on experience and apply academic learning in real workplace settings (Siddique et

al., 2022).

Measured by the type of organization, duration of training, and specific workplace tasks performed by students.

Personal Attributes (Self-Management). Students’ confidence, initiative, motivation, and ability to regulate

emotions, manage time, and handle stress effectively (Carpintero-Martin et al., 2025).

Measured by students’ self-discipline, proactive involvement in tasks, effective time management, and

stress-handling during OJT.

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Problem-Solving Skills. The capability of students to identify workplace challenges and develop appropriate

solutions during their training experience (Le et al., 2026).

Assessed by students’ ability to analyze workplace problems and propose practical solutions while performing

OJT tasks.

Professionalism. The demonstration of responsible behavior, work ethics, punctuality, and respect in the

workplace (Ricaplaza & Quines, 2022).

Measured by students’ compliance with workplace rules and policies, punctuality, responsibility, and ethical

conduct during training.

Teamwork. The ability of students to collaborate and work cooperatively with others to achieve common

organizational goals (S. Lee et al., 2024).

Measured by students’ participation in group activities, cooperation with colleagues, and contribution to team

objectives.

Technical and Practical Skills. The ability to perform assigned tasks efficiently using tools, office systems, and

workplace technologies (Fernandez, 2025).

Assessed by students’ proficiency in completing tasks, utilizing appropriate technologies, and adapting to

workplace systems during OJT.

Work Attitude and Professionalism. Work attitude and professionalism refer to the extent to which students

demonstrate discipline, responsibility, accountability, and ethical behavior in the workplace (Bhattacharya et

al., 2026).

These qualities are assessed through their adherence to workplace policies, positive approach to assigned tasks,

and professional conduct during training.

Work Readiness. Work readiness refers to the extent to which students are prepared to enter the workforce,

encompassing the knowledge, skills, attitudes, and competencies needed to perform effectively in a professional

environment (Peersia et al., 2024).

It is evaluated across seven dimensions: knowledge competency, technical and practical skills, communication

skills, work attitude and professionalism, interpersonal skills, personal attributes, and ethical and social

responsibility, providing a comprehensive measure of students' preparedness for employment.

METHODOLOGY

This chapter presents the research design, research environment, population, data gathering instrument, validity

and reliability, data analysis, data gathering procedure, then ethical considerations. It provides a clear foundation

for the study and enhances understanding of the methodology employed.

Research Design

A descriptive-comparative research design is a non-experimental method used to identify and quantify the

differences between two or more pre-existing groups regarding a specific variable (Rodenas, 2025). The study

uses a descriptive-comparative research design to assess the work readiness of BSBA On-the-Job Training (OJT)

students. A descriptive-comparative research design is a quantitative approach that describes the current

characteristics of a population and compares differences between groups without manipulating variables (Green,

2025).

This type of design was appropriate because it allowed the researcher to assess the current level of work readiness

among BSBA OJT students and the evaluations of Host Training Establishment (HTE) Supervisors regarding

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student performance. It also enabled the researcher to describe the work readiness of students based on

demographic variables such as age, sex, industry category, and HTE supervisor profile. The design captured

both students’ experiences and supervisors’ assessments as they naturally occurred, ensuring an accurate

reflection of students’ competencies and workplace performance. This made it suitable for generating reliable

and practical insights to inform improvements in OJT programs, supervision practices, and overall student

preparedness for employment.

Research Environment

The research was conducted at Mount Carmel College of Escalante Incorporated, Brgy. Balintawak, Escalante

City, specifically within the BSBA classrooms, guidance offices, and designated seminar or meeting rooms for

survey administration, as well as at the partner companies or organizations where the OJT students were

deployed. This institution and its partner organizations were chosen for their accessibility to the researchers and

the population of BSBA students undergoing On-the-Job Training, making them suitable respondents for the

study. In addition, HTE supervisors from these partner organizations were also included as respondents to

provide evaluations of the students’ work readiness. These environments were selected to ensure convenience,

comfort, and a professional setting, which promoted accurate, thoughtful, and reliable responses from both

students and supervisors.

Population

The population of this study consisted of ninety-four (94) Bachelor of Science in Business Administration

(BSBA) students who were undergoing their On-the-Job Training (OJT) at Mount Carmel College of Escalante

Incorporated, as well as fifty (50) HTE supervisors who oversaw and evaluated their performance within their

respective organizations. The students were selected as respondents because they were actively engaged in

internship programs that provided actual workplace exposure, while the supervisors were included because they

provided professional insights into the students’ competencies and work readiness. Participation of both groups

was essential to the study since students were in the process of developing key work readiness competencies,

including cognitive abilities, technical skills, communication skills, teamwork, professionalism, self-

management, and ethical responsibility, and supervisors could validate and assess these competencies in real

work settings.

Sample Size

The sample size for this study was determined using total enumeration sampling for the BSBA On-the-Job

Training (OJT) students, which ensured that all respondents from the target population were included in the

study to obtain reliable results. On the other hand, purposive sampling was utilized in selecting the Host Training

Establishment (HTE) supervisors, since only supervisors directly assigned to oversee and evaluate the BSBA

OJT students were considered qualified respondents.

These sampling techniques were applied to the population of BSBA On-the-Job Training (OJT) students and

their corresponding HTE supervisors from Mount Carmel College of Escalante Incorporated. All qualified

respondents were included to ensure proper representation and to accurately assess the work readiness of BSBA

students during their OJT experience.

Respondents

Population

Sampling Technique

Sample Size

BSBA OJT Students

Total Enumeration

HTE Supervisors

Purposive Sampling

Total

144

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Sampling Technique

Total enumeration was used for the BSBA OJT students because all 94 students enrolled in the OJT course were

included in the study.

Purposive sampling was used for the HTE supervisors because only supervisors who directly supervised and

evaluated the OJT students were selected. Thus, the final sample size was 144 respondents.

Data Gathering Instrument

The primary data-gathering instrument for this study was a survey questionnaire designed to assess the work

readiness of BSBA On-the-Job Training (OJT) students at Mount Carmel College of Escalante Incorporated.

The questionnaire measured seven key dimensions of work readiness: knowledge competency, technical and

practical skills, communication skills, work attitude and professionalism, interpersonal skills, personal attributes

(self-management), and ethical and social responsibility. Both OJT students and their Host Training

Establishment (HTE) supervisors responded to the instrument, with students providing self-assessments and

supervisors evaluating the students’ workplace performance and professional behavior.

The instrument began with a participant consent form to ensure voluntary participation and confidentiality of

responses. The first part of the questionnaire gathered the demographic profile of respondents. For students, this

included age, sex, and industry category of OJT assignment, while for HTE supervisors, it included position in

the company, employment status, and length of experience in handling OJT students. These profile variables

allowed the researcher to describe students’ work readiness across different respondent classifications and

workplace settings.

The second part of the questionnaire consisted of sixty-three (63) statements covering the seven dimensions of

work readiness and used a 4-point Likert scale: 4 – Strongly Agree, 3 – Agree, 2 – Disagree, and 1 – Strongly

Disagree. Students were asked to rate how well each statement reflected their abilities and experiences during

their OJT, while supervisors evaluated the students based on their observed competencies and workplace

behaviors. The questionnaire was considered suitable for this study because it allowed for a systematic, objective,

and comprehensive assessment of students' work readiness from both the students' and supervisors' perspectives,

while also ensuring consistency and reliability in data collection.

Validity and Reliability

Validity

To ensure the validity of the research instrument, the questionnaire was evaluated by nine (9) experts in business

administration and research methodology. Their evaluation will help determine whether the items in the

questionnaire are clear, relevant, and appropriate for measuring the work readiness of BSBA On-the-Job

Training (OJT) students. Expert validation is commonly used in research to ensure that the questionnaire

accurately measures the intended variables and improves the overall quality of the research instrument

(Calumpong & Menes, 2026. In addition, this study was applying Lawshe’s Method, specifically the Content

Validity Ratio (CVR), where experts will rate each item as essential, useful but not essential, or not necessary to

statistically determine which items should be retained or revised (Samad et al., 2023).

Results showed that both instruments obtained very high content validity. The OJT students’ questionnaire

achieved a Content Validity Index (CVI) of 0.93, while the HTE supervisors’ questionnaire obtained a CVI of

0.94. These results indicate strong expert agreement that the instruments are valid, appropriate, and suitable for

measuring work readiness across both respondent groups.

Reliability

To check the reliability of the quantitative instrument, the study used Cronbach’s Alpha, which measures the

internal consistency of questionnaire items (Rodenas & Menes, 2026). To establish the reliability of the

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instrument, a 30, pilot test was conducted among a small group of BSBA students are not included in the actual

respondents of the study. The responses gathered from the pilot test will be analyzed to determine the consistency

and stability of the questionnaire items using Cronbach’s Alpha reliability test. Cronbach’s Alpha is widely used

in survey research to evaluate internal consistency and ensure that the items in the questionnaire measure the

same concept reliably (Zakariya, 2022). Ensuring both validity and reliability is essential because it guarantees

that the research instrument measures what it is intended to measure and produces consistent results when

administered to respondents. Studies have shown that a questionnaire with strong validity and reliability can

increase the credibility and accuracy of research findings.

The results of the reliability test showed a Cronbach’s Alpha value of 0.979, indicating an excellent level of

internal consistency. This implies that the instrument is highly reliable and produces consistent results across

student. Ensuring both validity and reliability is essential because it confirms that the research instrument

accurately measures the intended variables and yields stable and dependable findings for the study.

Data Analysis

The data collected will be analyzed to determine the level of work readiness of BSBA On-the-Job Training (OJT)

students. Responses will be quantified using a 4-point Likert scale ranging from Strongly Disagree (1) to

Strongly Agree (4). The results will be interpreted based on their corresponding verbal descriptions, from Very

Low to Very High level of work readiness across the identified competencies.

The table below will be presented to provide a clear and organized interpretation of the findings.

Number

Code

Work Readiness

Interpretation

Scale

Verbal Interpretation

Strongly Agree

3.25-4.00

Very High Level of Work Readiness

Agree

2.50-3.24

High Level of Work Readiness

Disagree

1.75-2.49

Low Level of Work Readiness

Strongly Disagree

1.00-1.74

Very Low Level of Work Readiness

Data Gathering Procedure

The researchers first obtained formal permission from the school administration to conduct the study. After

approval, coordination with the program coordinator or faculty identified OJT students who had completed or

were currently undergoing their On-the-Job Training, as well as their HTE supervisors, ensuring appropriate and

qualified respondents for both groups. The structured questionnaires were then distributed, with the purpose of

the study clearly explained to all participants. Respondents were assured of confidentiality and anonymity, and

sufficient time was provided for them to answer honestly and thoroughly. Completed questionnaires were

collected, organized, and checked for completeness before data analysis. The gathered data from both students

and supervisors were then tabulated and interpreted using appropriate statistical tools to determine the level of

work readiness and describe the results based on demographic profiles and respondent type.

Statistical tools

For Problems 1 and 2, frequency counts and percentages were used to describe the profile of the respondents,

including OJT students in terms of age, sex, and industry category, and HTE supervisors in terms of position in

the company, employment status, and length of handling OJT students.

For Problems 3 and 4, mean and standard deviation were used to determine the level of work readiness of BSBA

OJT students across the seven dimensions: knowledge competency (cognitive skills), technical and practical

skills, communication skills, work attitude and professionalism, interpersonal skills, personal attributes (self-

management), and ethical and social responsibility. Analyses were conducted both collectively and when

grouped according to the demographic profiles of students and HTE supervisors.

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For Problems 5 and 6, t-tests and Analysis of Variance (ANOVA) were used to determine whether there were

significant differences in the level of work readiness of BSBA OJT students when grouped according to the

demographic profiles of both students and supervisors. The t-test was applied for two-group comparisons, while

ANOVA was used for variables with more than two groups.

For Problems 7, persons-r were used to determine whether their significant relationship between the self-assessed

work readiness of BSBA OJT students and the work readiness evaluations provided by Host Training

Establishment Supervisor.

Ethical Considerations

This study adheres to established ethical standards to ensure the protection of participants’ rights, dignity, and

well-being throughout the research process. Ethical principles are integrated into all phases of the study to

maintain integrity, transparency, and accountability while exploring the work readiness competencies of BSBA

students undergoing On-the-Job Training (OJT) at Mount Carmel College of Escalante Incorporated and the

evaluations of their HTE supervisors within their respective organizations.

Protection of Participants’ Rights and Welfare

The study strictly observes ethical principles to safeguard participants’ rights, dignity, and welfare. It complies

with the Data Privacy Act of 2012, ensuring that all personal, demographic, and professional data collected are

handled securely, responsibly, and exclusively for research purposes (Aguilar, 2024). Participants’ autonomy is

respected at all times, and they have the right to decline or withdraw from the study without any consequences.

This applies to both students and supervisors, who are assured that their honest responses will be treated

confidentially

Adequacy of Facilities

Data collection will be conducted in safe, quiet, and comfortable areas within the institution for students or

within their respective organizations for supervisors. Secure online platforms may also be used to facilitate

participation when necessary. Digital tools employed for surveys and data storage will be secured with passwords

and encryption to prevent unauthorized access and ensure confidentiality.

Community Involvement

The study actively involves ninety-four (94) BSBA students enrolled in the OJT program and fifty (50) HTE

supervisors who oversee and evaluate the students. Their participation ensures that findings authentically reflect

both the students’ experiences in real workplace settings and supervisors’ professional evaluations of work

readiness competencies. Their involvement contributes to the credibility, validity, and practical relevance of the

study.

Informed Consent

All participants will be fully informed about the study’s objectives, procedures, and potential use of the findings.

Participation is voluntary, and individuals have the right to withdraw at any stage without penalty. Written

informed consent will be obtained from both students and supervisors prior to data collection, including explicit

permission for the use of their responses for research purposes.

Justice and Fairness

The study upholds fairness by ensuring that all OJT students and HTE supervisors are included as respondents,

giving each participant equal opportunity to contribute. All participants are treated equitably, and their responses

are valued equally. Modest tokens of appreciation may be provided to acknowledge voluntary participation.

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Privacy and Confidentiality

The privacy and confidentiality of all participants will be protected throughout the conduct of the study.

Participants' identities will remain anonymous, and all collected data will be securely stored and accessed only

by the researcher in accordance with the Data Privacy Act of 2012 (Pitogo & Ching, 2018).

Researcher Qualifications

The researcher has the necessary knowledge and training to conduct educational research, particularly in the

areas of work readiness and professional competencies. This expertise ensures that the collection, analysis, and

interpretation of data are carried out accurately, systematically, and ethically.

Risks and Benefits

This study involves minimal risk, although some participants may experience slight discomfort when reflecting

on their workplace experiences or performance. Despite this, the study is expected to provide valuable

information that can help improve OJT programs and enhance students' preparedness for future employment.

Social Value

The study is socially and academically significant because it provides evidence on the work readiness of BSBA

students and the supervisory practices of Host Training Establishment (HTE) professionals. The findings may

serve as a basis for improving educational programs and developing strategies that better prepare students for

the demands of the workplace.

Transparency

The researcher will clearly explain the objectives, procedures, and expected outcomes of the study to all

participants before data collection begins. Maintaining open communication throughout the research process

will encourage trust and promote honest and meaningful participation.

Vulnerability of Participants

The study involves adult participants capable of providing informed consent. Although no highly vulnerable

populations are included, all participants will be treated with respect, free from coercion or undue influence,

ensuring ethical integrity throughout the research process.

RESULTS AND DISCUSSION

This chapter presents the results and discussion of the quantitative results through tables, table discussions,

implications, and related studies that supported the statistical outcomes of the investigation.

Table 1.

Demographic Profile of On-the-Job Training Students

Category

Position

Team Leader/Supervisor

6.00

Staff/Officer

94.00

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Table 2 showed that the demographic profile of the HTE respondents in terms of position, employment status,

and length of handling OJT students. The findings showed that most respondents were Staff/Officers (94.00%),

while Team Leaders/Supervisors had the lowest percentage (6.00%). In terms of employment status,

Contractual/Temporary employees comprised the highest percentage (62.00%), whereas Others had the lowest

(4.00%). For length of handling OJT students, respondents with 1–3 years of experience had the highest

percentage (36.00%), while those with 7 years and above had the lowest (18.00%).

The results implied that BSBA OJT students were mainly supervised by staff-level personnel who were directly

involved in workplace operations. This suggested that students received practical and hands-on guidance that

contributed to the development of competencies measured in the questionnaire, particularly in technical and

practical skills, communication skills, work attitude and professionalism, and interpersonal skills. Since staff-

level supervisors are commonly engaged in day-to-day organizational activities, students were likely exposed to

actual workplace procedures, operational tasks, and professional interactions that enhanced their understanding

of workplace expectations and responsibilities. Such exposure may have strengthened the students’ ability to

apply theoretical knowledge in real work situations and improve their adaptability in professional environments.

However, the high number of contractual or temporary supervisors may indicate differences in the consistency

of mentoring, monitoring, and evaluation provided to students. Because of their employment status, some

supervisors may have varied in their availability, level of commitment, and familiarity with the organization's

training standards, which could have affected the quality of guidance given to OJT students.

The findings were supported by related literature and studies. Experiential Learning Theory emphasized that

effective workplace learning depends on active supervision and meaningful engagement in real-world tasks,

which aligns with the role of staff and officers in mentoring OJT students (FONG, 2025). Similarly, (Essel-

Okyeahene, 2025) explained that differences in employment status and supervisory experience could affect the

consistency of mentoring and training delivery. (Marjani et al., 2025) further emphasized that frontline staff

members often provided practical and operational guidance to trainees, while (Sikwela & Diedericks, 2026)

noted that more experienced supervisors tended to apply stricter and more structured performance evaluation

standards. However, some studies contradicted these findings. (Jackson & Cook, 2025) argued that supervisory

position alone did not guarantee effective workplace learning, as the quality of interaction and feedback remained

more important than rank or status. Likewise, (Gjini, 2023) explained that inconsistencies in supervision and

limited mentor engagement could reduce the effectiveness of internship experiences, regardless of supervisors’

years of experience or employment classification.

Table 3.

Work Readiness of Business Administration On-the-Job Training Students when taken collectively and

grouped according to age

Total

100

100.00

Employment Status

Permanent/Regular

22.00

Contractual/Temporary

62.00

Part-time

12.00

Others

4.00

Total

100

100.00

Length of Handling OJT Students

Less than 1 year

24.00

1–3 years

36.00

4–6 years

22.00

7 years and above

18.00

Total

100

100.00

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Variables

Age Group

Mean

Level

Knowledge Competency

(Cognitive Skills)

18–20 years old

3.78

0.00

Very High Level

21–23 years old

3.38

0.49

Very High Level

Technical and Practical Skills

18–20 years old

3.67

0.00

Very High Level

21–23 years old

3.33

0.37

Very High Level

Communication Skills

18–20 years old

4.00

0.00

Very High Level

21–23 years old

3.35

0.39

Very High Level

Work Attitude and

Professionalism

18–20 years old

3.89

0.00

Very High Level

21–23 years old

3.51

0.42

Very High Level

Interpersonal Skills

18–20 years old

3.89

0.00

Very High Level

21–23 years old

3.51

0.63

Very High Level

Personal Attributes (Self-

management)

18–20 years old

3.90

0.00

Very High Level

21–23 years old

3.47

0.36

Very High Level

Ethical and Social Responsibility

18–20 years old

3.78

0.00

Very High Level

21–23 years old

3.64

0.53

Very High Level

Overall

18–20 years old

3.84

0.00

Very High Level

21–23 years old

3.46

0.35

Very High Level

Table 3 presented the work readiness of BSBA students grouped according to age, which addressed Problem

No. 3 of the study. The findings showed that students aged 18–20 obtained the highest mean scores across all

indicators, ranging from 3.67 to 4.00, while students aged 21–23 recorded slightly lower mean scores ranging

from 3.33 to 3.64. Despite these differences, both age groups were rated at a very high level of work readiness,

indicating strong preparedness for workplace demands.

The results implied that BSBA students demonstrated high levels of work readiness regardless of age. Students

aged 18–20 showed slightly higher confidence and stronger application of academic knowledge, while students

aged 21–23 also demonstrated preparedness in terms of technical skills, communication skills, professionalism,

interpersonal relationships, and ethical responsibility during OJT. The findings indicate that the OJT program

was effective in helping students develop essential employability skills, regardless of their age. Both younger

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and older students appeared to gain similar benefits from their workplace experiences, suggesting that the

program provided equal opportunities for developing the competencies needed in professional settings.

The small differences observed among the age groups further suggest that age was not a major factor influencing

students' work readiness. Instead, factors such as the quality of workplace exposure, academic preparation, and

meaningful OJT experiences seemed to have a greater impact on students' competence development. These

findings imply that well-designed training programs and effective supervision play a more important role in

preparing students for employment than age-related differences. Therefore, enhancing the quality and

consistency of OJT placements may be more beneficial in improving students' work readiness and professional

competence.

The findings of this study are consistent with previous research, which highlights the important role of internship

experiences in improving students' employability and preparing them for professional careers. By providing

hands-on experience and exposure to real workplace situations, internships help students develop the skills,

knowledge, and professional attitudes needed to succeed in their future careers, (Weifeng, n.d.).

(Ohene Afriyie et al., 2024) noted that structured training environments improve adaptability and workplace

competence, while (Asmaradhani & Fauzi, 2025) highlighted that experiential learning enhances communication

and interpersonal skills. (Akinbo & Owoeye, 2025) explained that OJT bridges academic knowledge and

workplace application, while (McGee, 2025) supported that experiential learning significantly improves career

preparedness. However, some studies contradicted these findings.

(Held et al., 2025) argued that age and maturity levels could still influence confidence, adaptability, and

workplace behavior, particularly in early-stage interns. Likewise, (Mkhize & Reddy, 2025) emphasized that

differences in maturity and prior exposure to work environments may affect learning outcomes, suggesting that

age-related factors can still play a moderating role in internship effectiveness.

Table 4.

Work Readiness of Business Administration On-the-Job Training Students when taken collectively and

grouped according to sex

Variables

Sex

Mean

Level

Knowledge Competency (Cognitive

Skills)

Male

3.38

0.55

Very High Level

Female

3.39

0.41

Very High Level

Technical and Practical Skills

Male

3.29

0.34

Very High Level

Female

3.37

0.40

Very High Level

Communication Skills

Male

3.34

0.36

Very High Level

Female

3.38

0.43

Very High Level

Work Attitude and Professionalism

Male

3.52

0.43

Very High Level

Female

3.52

0.41

Very High Level

Interpersonal Skills

Male

3.55

0.76

Very High Level

Female

3.47

0.42

Very High Level

Personal Attributes (Self-

management)

Male

3.47

0.36

Very High Level

Female

3.49

0.38

Very High Level

Ethical and Social Responsibility

Male

3.70

0.61

Very High Level

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Female

3.58

0.43

Very High Level

Overall

Male

3.46

0.34

Very High Level

Female

3.46

0.36

Very High Level

Table 4 presented the work readiness of BSBA students grouped according to sex, which addressed Problem No.

3 of the study. The findings showed that female students obtained the highest mean scores in Knowledge

Competency (3.39), Technical and Practical Skills (3.37), Communication Skills (3.38), and Personal Attributes

(3.49), while male students recorded the highest mean scores in Interpersonal Skills (3.55) and Ethical and Social

Responsibility (3.70). Both male and female respondents obtained the same mean score in Work Attitude and

Professionalism (3.52) and overall work readiness (3.46), indicating a very high level of work readiness for both

groups.

The results implied that both male and female BSBA students demonstrated a very high level of work readiness

across all dimensions measured in the questionnaire. This suggested that sex did not serve as a limiting factor in

the development of employability skills during OJT. Female students obtained slightly higher scores in

knowledge competency, technical and practical skills, communication skills, and personal attributes. This

suggests that they performed better in applying what they learned academically, completing work-related tasks,

communicating effectively, and managing themselves in the workplace. These results may indicate greater

attentiveness to responsibilities and a stronger ability to connect classroom learning with practical experiences

during their internship.

Male students scored slightly higher in interpersonal skills and ethical and social responsibility, suggesting

greater involvement in teamwork, workplace relationships, and adherence to organizational standards. However,

both male and female students obtained the same score in work attitude and professionalism, indicating similar

levels of discipline and preparedness for the workplace.

The findings were closely aligned with experiential learning theory, which emphasizes that practical workplace

experiences help students develop the knowledge, skills, and attitudes necessary for employment and career

success (Mthethwa et al., 2025). Recent studies reinforced these results, showing that internship and work-

integrated learning programs enhance both technical and soft skills and contribute significantly to students'

professional readiness regardless of sex (Wahyuningsih et al., 2025). However, the findings partly diverged from

studies that suggested gender socialization may influence communication styles, confidence, and leadership

behaviors among interns (Ohlmann, 2024). Although these differences were minimally evident in the present

study, the contrasting findings highlight the importance of providing inclusive and equitable OJT experiences to

ensure that all students have equal opportunities to develop their workplace competencies and readiness for

employment (Nalumansi, 2024).

Table 5.

Work Readiness of Business Administration On-the-Job Training Students when taken collectively and

grouped according to Industry Category

Variables

Industry Category

Mean

Level

Knowledge Competency

(Cognitive Skills)

Government Sector

3.35

0.36

Very High Level

Healthcare Industry

3.46

0.36

Very High Level

Banking Industry

3.27

0.24

Very High Level

Lending and Financing Industry

3.15

0.23

High Level

Cooperative Sector

3.18

0.34

High Level

Education Industry

3.67

0.78

Very High Level

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Technical and Practical

Skills

Government Sector

3.34

0.40

Very High Level

Healthcare Industry

3.35

0.35

Very High Level

Banking Industry

3.24

0.23

High Level

Lending and Financing Industry

3.21

0.30

High Level

Cooperative Sector

3.16

0.29

High Level

Education Industry

3.49

0.41

Very High Level

Communication Skills

Government Sector

3.41

0.45

Very High Level

Healthcare Industry

3.42

0.40

Very High Level

Banking Industry

3.39

0.35

Very High Level

Lending and Financing Industry

3.20

0.24

High Level

Cooperative Sector

3.15

0.31

High Level

Education Industry

3.40

0.40

Very High Level

Work Attitude and

Professionalism

Government Sector

3.49

0.41

Very High Level

Healthcare Industry

3.50

0.47

Very High Level

Banking Industry

3.51

0.45

Very High Level

Lending and Financing Industry

3.56

0.43

Very High Level

Cooperative Sector

3.33

0.40

Very High Level

Education Industry

3.64

0.41

Very High Level

Interpersonal Skills

Government Sector

3.50

0.41

Very High Level

Healthcare Industry

3.79

1.39

Very High Level

Banking Industry

3.43

0.44

Very High Level

Lending and Financing Industry

3.55

0.38

Very High Level

Cooperative Sector

3.27

0.38

Very High Level

Education Industry

3.51

0.45

Very High Level

Personal Attributes (Self-

management)

Government Sector

3.49

0.37

Very High Level

Healthcare Industry

3.45

0.42

Very High Level

Banking Industry

3.46

0.29

Very High Level

Lending and Financing Industry

3.50

0.37

Very High Level

Cooperative Sector

3.33

0.29

Very High Level

Education Industry

3.55

0.39

Very High Level

Ethical and Social

Responsibility

Government Sector

3.69

0.69

Very High Level

Healthcare Industry

3.51

0.47

Very High Level

Banking Industry

3.60

0.41

Very High Level

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Lending and Financing Industry

3.72

0.41

Very High Level

Cooperative Sector

3.53

0.44

Very High Level

Education Industry

3.68

0.42

Very High Level

Overall

Government Sector

3.47

0.35

Very High Level

Healthcare Industry

3.50

0.45

Very High Level

Banking Industry

3.41

0.29

Very High Level

Lending and Financing

Industry

3.41

0.27

Very High Level

Cooperative Sector

3.28

0.31

Very High Level

Education Industry

3.56

0.34

Very High Level

The results in Table 5 showed that BSBA students demonstrated a very high level of work readiness across all

industry placements, indicating that they were generally well-prepared to meet workplace expectations. Among

the different sectors, students assigned to the Education Industry obtained the highest mean scores in Knowledge

Competency and overall work readiness, while those in the Healthcare Industry recorded the highest mean in

Interpersonal Skills. In contrast, students assigned to the Lending and Financing Industry and the Cooperative

Sector posted relatively lower mean scores in Knowledge Competency and Communication Skills, although

these ratings still fell within the high to very high range.

The findings suggest that the students' OJT experiences effectively developed essential employability skills

regardless of industry placement. However, the differences in mean scores indicate that certain industries may

provide more opportunities for students to apply business knowledge, communicate effectively, and work

collaboratively. The Education and Healthcare sectors, in particular, appeared to offer more structured and

interactive environments that supported the development of professional competencies and interpersonal skills.

The results further imply that the type of industry may influence specific aspects of work readiness, particularly

knowledge competency, communication skills, and interpersonal abilities. Despite these differences, the

consistently high ratings across all sectors indicate that the OJT program successfully prepared students for

workplace demands and professional responsibilities.

The findings were supported by related studies. (Yupelmi & Yulastri, 2026) emphasized that workplace

immersion across diverse industries enhances employability by exposing students to varied tasks and

professional environments, strengthening both technical and soft skills. However, contrasting findings were

reported by (Safri et al., 2026), who argued that differences in industry structure, supervision quality, and task

relevance may result in uneven skill development, particularly in communication and technical competencies,

depending on the nature of the OJT placement.

Table 6.

Supervisor-Evaluated Work Readiness of Business Administration On-the-Job Training Students when they

are taken collectively and group according to position

Variables

Position

Mean

Level

Knowledge Competency

(Cognitive Skills)

Team Leader/Supervisor

3.11

0.19

High Level

Staff/Officer

3.34

0.40

Very High Level

Technical and Practical

Skills

Team Leader/Supervisor

2.89

0.40

High Level

Staff/Officer

3.40

0.40

Very High Level

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Communication Skills

Team Leader/Supervisor

3.17

0.52

High Level

Staff/Officer

3.34

0.41

Very High Level

Work Attitude and

Professionalism

Team Leader/Supervisor

3.19

0.32

High Level

Staff/Officer

3.38

0.44

Very High Level

Interpersonal Skills

Team Leader/Supervisor

3.22

0.39

High Level

Staff/Officer

3.42

0.43

Very High Level

Personal Attributes (Self-

management)

Team Leader/Supervisor

3.23

0.40

High Level

Staff/Officer

3.41

0.47

Very High Level

Ethical and Social

Responsibility

Team Leader/Supervisor

3.37

0.39

Very High Level

Staff/Officer

3.42

0.45

Very High Level

Overall

Team

Leader/Supervisor

3.17

0.35

High Level

Staff/Officer

3.38

0.37

Very High Level

Table 6 presented the work readiness of BSBA students grouped according to the position of Host Training

Establishment (HTE) personnel. The findings showed that Staff/Officers consistently obtained higher mean

scores across all indicators, with Knowledge Competency (3.34), Technical and Practical Skills (3.40), and

Communication Skills (3.34) all rated at a very high level. In contrast, Team Leaders/Supervisors recorded lower

mean scores ranging from 2.89 to 3.37, with an overall rating of 3.17 (high level), while Staff/Officers obtained

an overall mean of 3.38, interpreted as very high level.

The results implied that BSBA students demonstrated generally high to very high levels of work readiness

regardless of the position of HTE personnel supervising them. The higher ratings among students supervised by

Staff/Officers implied that closer involvement in daily operations and more direct mentoring may have provided

richer learning experiences, allowing students to better apply theoretical knowledge in actual workplace tasks.

This suggests that hands-on supervision plays an important role in strengthening competencies such as technical

skills, communication, and problem-solving.

On the other hand, the slightly lower ratings among students supervised by Team Leaders/Supervisors may imply

more task delegation and less direct engagement in training, which could limit opportunities for consistent

guidance and feedback. This may affect the depth of experiential learning in certain competency areas,

particularly those requiring frequent supervision and correction. Despite this, the results still indicated that

students under both types of supervision were exposed to meaningful workplace learning experiences that

contributed to their employability development.

The findings further imply that the position of supervisors influences the quality and intensity of workplace

mentoring, but not necessarily the overall preparedness of students for employment. This suggests that while

supervisory role affects learning experiences, BSBA OJT students were still able to achieve acceptable to strong

levels of work readiness due to the structured nature of the internship program. It also implies that institutions

and partner organizations should ensure that supervision is not only hierarchical but also developmental, with

consistent mentoring regardless of position.

The findings were closely aligned with experiential learning theory, which emphasizes the importance of guided

workplace experiences in developing students' professional competencies and preparing them for employment

(Rylance-Graham & Ismail, 2026). Recent studies reinforced these results, showing that effective supervision

and structured OJT experiences help bridge the gap between academic learning and workplace practice by

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enhancing students' communication and technical skills (Rosario et al., 2025). Furthermore, experiential learning

was found to strengthen career readiness by providing students with meaningful exposure to real work

environments and constructive feedback that supports their professional growth (Schnobrich-Davis et al., 2026).

However, the findings partly diverged from studies suggesting that a supervisor's position alone does not

automatically lead to positive learning outcomes (Bernerth et al., 2026). Although this concern was minimally

evident in the present study, the contrasting findings highlight the importance of providing meaningful tasks,

consistent feedback, and well-designed training programs to maximize the effectiveness of OJT experiences and

further enhance students' work readiness (Manginsay, 2026).

Table 7. Supervisor-Evaluated Work Readiness of Business Administration On-the-Job Training Students

when they are taken collectively and group according to Employment Status

Variables

Employment Status

Mean

Level

Knowledge Competency

(Cognitive Skills)

Permanent/Regular

3.24

0.43

High Level

Contractual/Temporary

3.30

0.39

Very High Level

Part-time

3.57

0.38

Very High Level

Others

3.28

0.08

Very High Level

Technical and Practical Skills

Permanent/Regular

3.32

0.39

Very High Level

Contractual/Temporary

3.32

0.43

Very High Level

Part-time

3.74

0.23

Very High Level

Others

3.39

0.24

Very High Level

Communication Skills

Permanent/Regular

3.22

0.47

High Level

Contractual/Temporary

3.31

0.41

Very High Level

Part-time

3.58

0.38

Very High Level

Others

3.31

0.09

Very High Level

Work Attitude and

Professionalism

Permanent/Regular

3.22

0.50

High Level

Contractual/Temporary

3.34

0.43

Very High Level

Part-time

3.70

0.19

Very High Level

Others

3.50

0.08

Very High Level

Interpersonal Skills

Permanent/Regular

3.38

0.50

Very High Level

Contractual/Temporary

3.38

0.44

Very High Level

Part-time

3.54

0.33

Very High Level

Others

3.50

0.24

Very High Level

Personal Attributes (Self-

management)

Permanent/Regular

3.27

0.54

Very High Level

Contractual/Temporary

3.35

0.45

Very High Level

Part-time

3.79

0.23

Very High Level

Others

3.60

0.14

Very High Level

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Ethical and Social

Responsibility

Permanent/Regular

3.36

0.48

Very High Level

Contractual/Temporary

3.39

0.44

Very High Level

Part-time

3.63

0.38

Very High Level

Others

3.39

0.55

Very High Level

Overall

Permanent/Regular

3.29

0.43

Very High Level

Contractual/Temporary

3.34

0.36

Very High Level

Part-time

3.65

0.20

Very High Level

Others

3.42

0.09

Very High Level

Table 7 presents the work readiness of BSBA students based on the employment status of their Host Training

Establishment (HTE) personnel and addresses Problem No. 4 of the study. The results showed that students

supervised by part-time employees achieved the highest overall mean score (3.65). They also obtained the

highest ratings in Technical and Practical Skills (3.74), Work Attitude and Professionalism (3.70), and Personal

Attributes (3.79), all of which were interpreted as very high.

The findings showed that students demonstrated high to very high levels of work readiness regardless of the

employment status of their Host Training Establishment (HTE) supervisors. Students supervised by part-time

personnel obtained slightly higher ratings in several dimensions, suggesting that they may have been given more

hands-on tasks and opportunities to participate actively in workplace activities. These results indicate that

differences in employment arrangements may influence mentoring styles, task assignments, and the level of

student engagement during OJT.

Despite these variations, the consistently high ratings across all groups suggest that supervisors, whether full-

time or part-time, were able to provide meaningful learning experiences that contributed to students' professional

development. The findings imply that the OJT program provides a structured learning environment that supports

the development of essential workplace competencies regardless of supervisory conditions.

The findings were closely aligned with experiential learning theory, which emphasizes that meaningful

workplace experiences and effective supervision are essential in developing students' professional competencies

and work readiness (Singh et al., 2026). Recent studies reinforced these results, showing that active participation

and practical exposure contribute more to successful OJT experiences than employment arrangements alone

(Mavhengere, 2025). Furthermore, experiential learning has been found to remain effective across different

organizational settings and supervisory structures, enabling students to acquire the skills and competencies

needed in the workplace (Moriels, 2026)

However, the findings partly diverged from those of ((Van Gool, 2025)), who argued that employment status

alone is not a reliable indicator of training quality. Although this concern was minimally evident in the present

study, the contrasting findings highlight the importance of quality supervision, meaningful task assignments, and

strong organizational support in maximizing the effectiveness of OJT programs and enhancing students' work

readiness (Singh, 2026).

Table 8. Supervisor-Evaluated Work Readiness of Business Administration On-the-Job Training Students

when they are taken collectively and group according to length of handling OJT students

Variables

Length of Handling

OJT Students

Mean

Level

Knowledge Competency (Cognitive

Skills)

Less than 1 year

3.19

0.3

High Level

1–3 years

3.52

0.4

Very High Level

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4–6 years

3.12

0.41

High Level

7 years and above

3.33

0.36

Very High Level

Technical and Practical Skills

Less than 1 year

3.33

0.36

Very High Level

1–3 years

3.48

0.36

Very High Level

4–6 years

3.25

0.5

Very High Level

7 years and above

3.36

0.46

Very High Level

Communication Skills

Less than 1 year

3.46

0.4

Very High Level

1–3 years

3.34

0.37

Very High Level

4–6 years

3.18

0.43

High Level

7 years and above

3.29

0.51

Very High Level

Work Attitude and Professionalism

Less than 1 year

3.38

0.37

Very High Level

1–3 years

3.49

0.42

Very High Level

4–6 years

3.17

0.35

High Level

7 years and above

3.35

0.59

Very High Level

Interpersonal Skills

Less than 1 year

3.43

0.42

Very High Level

1–3 years

3.55

0.42

Very High Level

4–6 years

3.2

0.36

High Level

7 years and above

3.33

0.48

Very High Level

Personal Attributes (Self-

management)

Less than 1 year

3.27

0.38

Very High Level

1–3 years

3.64

0.43

Very High Level

4–6 years

3.19

0.35

High Level

7 years and above

3.33

0.59

Very High Level

Ethical and Social Responsibility

Less than 1 year

3.25

0.36

Very High Level

1–3 years

3.55

0.45

Very High Level

4–6 years

3.23

0.36

High Level

7 years and above

3.58

0.49

Very High Level

Overall

Less than 1 year

3.33

0.28

Very High Level

1–3 years

3.51

0.34

Very High Level

4–6 years

3.19

0.37

High Level

7 years and above

3.37

0.45

Very High Level

The results in Table 8 showed that BSBA students demonstrated high to very high levels of work readiness

across all groupings based on the length of experience of their HTE supervisors in handling OJT students. This

indicates that students generally developed the competencies needed for the workplace regardless of their

supervisors' years of experience. In terms of supervisory experience, students under supervisors with 1–3 years

of experience obtained the highest mean scores in Knowledge Competency, Interpersonal Skills, Personal

Attributes, Ethical and Social Responsibility, and overall work readiness, all of which were interpreted as very

high. In contrast, students supervised by personnel with 4–6 years of experience recorded relatively lower mean

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scores in Knowledge Competency, Communication Skills, and Work Attitude and Professionalism, although

these ratings still fell within the high to very high range.

The findings further showed that students demonstrated high to very high levels of work readiness across all

groupings based on the length of their supervisors' experience in handling OJT students. Supervisors with 1–3

years of experience obtained the highest mean scores in several dimensions, suggesting that they may have been

more actively involved in mentoring, monitoring, and providing feedback to student interns. In contrast,

supervisors with longer experience registered relatively lower mean scores in some competency areas, although

the ratings remained within the high to very high range.

Across all experience categories, the consistent ratings suggest that supervisors were able to provide meaningful

learning opportunities that contributed to students' professional development. These findings imply that while

supervisory experience may influence mentoring and evaluation approaches, it does not substantially affect

students' overall work readiness. The results also highlight the importance of establishing standardized

evaluation guidelines and strengthening mentor training programs to promote fairness, consistency, and effective

supervision across different workplace settings.

The findings were closely aligned with Experiential Learning Theory, which emphasizes that students develop

competencies more effectively through active participation, workplace exposure, and continuous feedback

during training (Rocha & Meléndez, 2025). Recent studies reinforced these results, showing that differences in

supervisory experience may influence mentoring approaches and assessment patterns among trainees (NALLOS

et al., 2026). Workplace interactions were also found to strengthen both technical and interpersonal competencies

(Richards, 2025). In addition, guided internship experiences helped students connect academic learning with

industry expectations (Rian, 2025)

However, the findings partly diverged from studies that argued that supervisory experience is not the primary

determinant of assessment quality (Bouzar & El Idrissi, 2025). Although this concern was minimally evident in

the present study, the contrasting findings highlighted the importance of minimizing evaluation bias,

strengthening training structures, and establishing clear assessment guidelines to ensure fair and consistent

evaluation of student performance across different supervisory contexts (Kreitzer & Sweet-Cushman, 2022).

Table 9. Significant Difference in the Level of Work Readiness of BSBA On-the-Job Training (OJT) Students

According to Age

Variables

p-value

Verbal Interpretation

Knowledge Competency (Cognitive Skills)

0.270

Not Significant

Technical and Practical Skills

0.361

Not Significant

Communication Skills

0.145

Not Significant

Work Attitude and Professionalism

0.522

Not Significant

Interpersonal Skills

0.444

Not Significant

Personal Attributes (Self-management)

0.290

Not Significant

Ethical and Social Responsibility

0.894

Not Significant

Overall

0.269

Not Significant

Table 9 presented the significant difference in the level of work readiness of BSBA OJT students when grouped

according to age, which addressed Problem No. 5 of the study. The findings showed that all computed p-values

for Knowledge Competency (0.270), Technical and Practical Skills (0.361), Communication Skills (0.145),

Work Attitude and Professionalism (0.522), Interpersonal Skills (0.444), Personal Attributes (0.290), Ethical and

Social Responsibility (0.894), and overall Work Readiness (0.269) were all greater than the 0.05 level of

significance and were verbally interpreted as not significant. Thus, the null hypothesis was accepted, indicating

that there was no significant difference in the work readiness of BSBA students when grouped according to age.

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The results implied that age did not significantly influence the work readiness of BSBA OJT students. Regardless

of age group, students demonstrated relatively similar levels of competence across cognitive, technical,

behavioral, interpersonal, and ethical dimensions. The findings further showed that students across all age groups

demonstrated high to very high levels of work readiness during their OJT experiences. Both younger and older

students were able to meet workplace expectations, suggesting that age alone did not determine the development

of employability skills. The consistent ratings across age groups indicate that students were provided with similar

opportunities to apply their knowledge, develop professional competencies, and gain meaningful workplace

experiences.

These findings imply that the quality and structure of the OJT program play a more important role in developing

work readiness than age differences. Internship exposure, effective supervision, and active participation in

workplace activities enabled students to build essential skills regardless of their level of maturity. The results

also suggest that well-designed OJT programs promote equal opportunities for learning and professional growth

among students.

The findings are supported by related literature and studies. Experiential Learning Theory highlights that

learning is primarily developed through direct workplace experience, where students actively engage in real

tasks and situations rather than being influenced by demographic factors such as age (Eckhardt, 2024).

Furthermore, internship exposure has been found to strengthen professional readiness and competency

development among students (Wu et al., 2024). (Adusei, 2025) noted that structured internships provide equal

opportunities for skill development among learners, while (Fauzi, 2025) highlighted that workplace immersion

improves communication and practical skills regardless of demographic differences. (Richards & Spanjaard,

2025) explained that internships bridge theory and practice through experiential learning, while (Melhem &

Richani, 2025) supported that experiential learning enhances employability and work readiness regardless of

age.

However, contrasting findings were presented by (Dalrymple et al., 2021), who argued that age and maturity

may still indirectly influence workplace behavior, confidence, and adaptability, particularly in early-career

interns, suggesting that demographic factors can sometimes play a moderating role in learning outcomes

depending on workplace context and training quality.

Table 10. Significant Difference in the Level of Work Readiness of BSBA On-the-Job Training (OJT)

Students According to Sex

Variables

p-value

Verbal Interpretation

Knowledge Competency (Cognitive Skills)

0.681

Not Significant

Technical and Practical Skills

0.407

Not Significant

Communication Skills

0.681

Not Significant

Work Attitude and Professionalism

0.985

Not Significant

Interpersonal Skills

0.821

Not Significant

Personal Attributes (Self-management)

0.754

Not Significant

Ethical and Social Responsibility

0.344

Not Significant

Overall

0.985

Not Significant

Table 10 presented the significant difference in the level of work readiness of BSBA OJT students when grouped

according to sex, which addressed Problem No. 5 of the study. The findings showed that the highest p-values

were observed in Work Attitude and Professionalism (0.985) and overall Work Readiness (0.985), while the

lowest p-value was recorded in Ethical and Social Responsibility (0.344). However, all computed p-values were

greater than the 0.05 level of significance and were verbally interpreted as not significant, indicating that there

was no significant difference in the work readiness of BSBA students when grouped according to sex.

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The findings indicated that both male and female students received similar workplace exposure, supervision, and

training during their OJT, resulting in comparable levels of work readiness. This suggests that the internship

program provided equal opportunities for all students to develop the competencies needed in professional

settings.

The results further imply that sex is not a major factor in determining students' work readiness. Instead, the

development of competencies appears to be influenced more by the quality of OJT experiences, effective

supervision, and active participation in workplace activities. These findings highlight the importance of

maintaining consistent supervision, fair task assignments, and standardized internship guidelines to ensure

meaningful and equitable learning experiences for all students.

The findings are supported by related studies, which show that internship programs enhance students’

employability by giving them equal exposure to workplace environments and meaningful experiential learning

opportunities that support skill development regardless of individual differences (Kayyali, 2026)). (Ngobi &

Sangwa, 2025) noted that structured training environments promote fairness in skill development regardless of

gender differences. (Syarif et al., 2026) highlighted that workplace immersion strengthens both technical and

interpersonal skills for all learners.

However, contrasting findings were presented by (Pickering, 2022), who argued that gender may still indirectly

influence workplace experiences through social expectations, communication styles, and task allocation patterns

in some organizational settings, suggesting that equal outcomes may depend heavily on the quality and structure

of internship implementation.

Table 11. Significant Difference in the Level of Work Readiness of BSBA On-the-Job Training (OJT)

Students According to Industry Category

Variables

p-value

Verbal Interpretation

Knowledge Competency (Cognitive Skills)

0.031

Significant

Technical and Practical Skills

0.167

Not Significant

Communication Skills

0.388

Not Significant

Work Attitude and Professionalism

0.48

Not Significant

Interpersonal Skills

0.57

Not Significant

Personal Attributes (Self-management)

0.786

Not Significant

Ethical and Social Responsibility

0.939

Not Significant

Overall

0.411

Not Significant

Table 11 presented the significant difference in the level of work readiness of BSBA OJT students when grouped

according to industry category, which addressed Problem No. 5 of the study. The findings showed that

Knowledge Competency obtained the lowest p-value (0.031), interpreted as significant, while Ethical and Social

Responsibility recorded the highest p-value (0.939), interpreted as not significant. All other indicators and

overall Work Readiness (0.411) were also interpreted as not significant, indicating no significant difference in

the overall work readiness of students across industry categories except for Knowledge Competency.

The results implied that students’ cognitive knowledge varied depending on the industry category where they

were assigned. This suggests that some industries provided stronger opportunities for knowledge-based learning,

particularly those that involved more structured tasks, observation of professional procedures, and exposure to

technical processes. This indicates that the nature of industry placement plays a role in shaping cognitive

development during OJT.

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However, since all other indicators and overall work readiness were found not significant, the findings implied

that BSBA students generally developed similar levels of practical, behavioral, interpersonal, and ethical

competencies regardless of industry placement.

The findings were supported by related studies and literature. Experiential Learning Theory emphasizes learning

through workplace experience regardless of placement context. (Schaerer et al., 2023) emphasized that industry

exposure strengthens competency development through real-world engagement. (Dzidzornu et al., 2026) noted

that industry differences may influence specific competencies such as knowledge acquisition but not overall

employability readiness. (Salleh & Ismail, 2025) highlighted that workplace immersion develops transferable

competencies applicable across sectors. (Khan et al., 2025) further explained that internships across different

industries generally produce similar employability outcomes and levels of workplace preparedness.

Table 12. Significant Difference in the HTE Evaluation on the Level of Work Readiness of BSBA On-the-

Job Training (OJT) Students According to Position

Variables

p-value

Verbal Interpretation

Knowledge Competency (Cognitive Skills)

0.312

Not Significant

Technical and Practical Skills

0.083

Not Significant

Communication Skills

0.379

Not Significant

Work Attitude and Professionalism

0.411

Not Significant

Interpersonal Skills

0.409

Not Significant

Personal Attributes (Self-management)

0.456

Not Significant

Ethical and Social Responsibility

0.864

Not Significant

Overall

0.276

Not Significant

Table 12 presented the significant difference in the HTE evaluation on the level of work readiness of BSBA OJT

students when grouped according to position. The findings showed that all indicators—Knowledge Competency

(0.312), Technical and Practical Skills (0.083), Communication Skills (0.379), Work Attitude and

Professionalism (0.411), Interpersonal Skills (0.409), Personal Attributes (0.456), Ethical and Social

Responsibility (0.864), and overall Work Readiness (0.276)—were all not significant. Overall, the results

indicated that there was no significant difference in the evaluation of students’ work readiness when grouped

according to HTE position.

The results implied that both staff/officers and team leaders/supervisors provided similar evaluations of BSBA

OJT students’ work readiness across all competency areas. This suggests that the position of the evaluator did

not significantly influence how student performance was assessed, indicating a generally consistent evaluation

standard within host training establishments. It also implies that workplace expectations for interns were

uniform, allowing students to be assessed based on performance rather than organizational hierarchy.

Furthermore, the findings suggest that the assessment of work readiness was influenced more by students’ actual

performance than by the position of the evaluator within the Host Training Establishment (HTE). This indicates

that both supervisors applied similar standards when assessing key competencies such as communication,

technical skills, professionalism, and ethical behavior. As a result, students were evaluated in a relatively

consistent manner regardless of who conducted the assessment.

The findings are supported by related studies. Kolb’s Experiential Learning Theory emphasizes that learning is

strengthened through direct workplace experiences, which help students develop competencies in a consistent

manner regardless of who evaluates them (Wardana, 2025) Similarly, well-structured supervision systems have

been found to promote more uniform and reliable assessment outcomes across different evaluators (Talukder,

2025). (Arifin et al., 2025) highlighted that workplace immersion strengthens competencies in a way that can be

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consistently observed by different supervisors. (Van Iddekinge et al., 2024) further explained that internships

promote standardized assessment of student performance across organizations.

(Alqaraini, 2025) argued that workplace immersion does not always produce uniformly observable

competencies, as performance may be influenced by organizational context and individual learning

opportunities. (Richardson, 2024) further emphasized that internship assessments often differ across

organizations due to variations in evaluation criteria, workplace culture, and supervisor judgment, making

standardized assessment difficult to achieve.

Table 13. Significant Difference in the HTE Evaluation on the Level of Work Readiness of BSBA On-the-

Job Training (OJT) Students According to Employment Status

Variables

p-value

Verbal Interpretation

Knowledge Competency (Cognitive Skills)

0.426

Not Significant

Technical and Practical Skills

0.097

Not Significant

Communication Skills

0.429

Not Significant

Work Attitude and Professionalism

0.039

Significant

Interpersonal Skills

0.798

Not Significant

Personal Attributes (Self-management)

0.054

Not Significant

Ethical and Social Responsibility

0.684

Not Significant

Overall

0.094

Not Significant

Table 14 presented the significant difference in the HTE evaluation of BSBA OJT students’ work readiness

when grouped according to employment status. The findings showed that Work Attitude and Professionalism (p

= 0.039) was significant, while Knowledge Competency (0.426), Technical and Practical Skills (0.097),

Communication Skills (0.429), Interpersonal Skills (0.798), Personal Attributes (0.054), Ethical and Social

Responsibility (0.684), and overall Work Readiness (0.094) were not significant. Overall, the results indicated

that there was no significant difference in the overall work readiness of students across employment status

groups, except for Work Attitude and Professionalism.

The results implied that the employment status of HTE supervisors may influence how students’ professional

behavior, discipline, and workplace conduct were assessed. The findings suggest that differences in employment

arrangements, such as regular, contractual, or part-time status, may slightly influence how certain workplace

behaviors like punctuality, responsibility, and rule compliance are assessed. However, students’ performance in

knowledge, technical skills, communication, and interpersonal competencies remained generally consistent

across groups.

The findings also suggest that workplace evaluations are largely based on students’ actual performance rather

than the evaluator’s employment status. This reflects a generally standardized assessment process across

different organizational settings, ensuring fair and consistent evaluation of student interns.

The findings are supported by related studies, which show that workplace exposure and structured training have

a stronger influence on student readiness than employment conditions (Okolie, 2022). In addition, supervision

structure may affect learning outcomes, but employment status has minimal impact on competency development

(Mekarsari & Sudana, 2025). (Norbert et al., 2026) also highlighted that workplace immersion enhances

professionalism and technical skills regardless of the type of employment arrangement.

However, contrasting findings were presented by (Kim & Jung, 2022), who argued that employment conditions

and organizational structure may indirectly influence evaluation outcomes, particularly in behavioral

competencies such as professionalism, where workplace expectations and cultural norms may vary across

employment types.

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Table 14. Significant Difference in the HTE Evaluation on the Level of Work Readiness of BSBA On-the-

Job Training (OJT) Students According to Position

Variables

p-value

Verbal Interpretation

Knowledge Competency (Cognitive Skills)

0.426

Not Significant

Technical and Practical Skills

0.097

Not Significant

Communication Skills

0.429

Not Significant

Work Attitude and Professionalism

0.039

Significant

Interpersonal Skills

0.798

Not Significant

Personal Attributes (Self-management)

0.054

Not Significant

Ethical and Social Responsibility

0.684

Not Significant

Work Readiness

0.094

Not Significant

Table 15 presented the significant difference in the HTE evaluation of BSBA OJT students’ work readiness

when grouped according to position. The findings showed that Work Attitude and Professionalism (p = 0.039)

was significant, while Knowledge Competency (0.426), Technical and Practical Skills (0.097), Communication

Skills (0.429), Interpersonal Skills (0.798), Personal Attributes (0.054), Ethical and Social Responsibility

(0.684), and overall Work Readiness (0.094) were not significant. Overall, the results indicated that there was

no significant difference in the evaluation of students’ work readiness across HTE position groups, except for

Work Attitude and Professionalism.

The results implied that the position of HTE personnel does not significantly influence the overall assessment of

BSBA OJT students’ work readiness. This suggests that both staff/officers and team leaders/supervisors

generally apply similar standards when evaluating students across cognitive, technical, interpersonal, and ethical

domains. The significant result in Work Attitude and Professionalism implies that evaluators in different

positions may vary slightly in their expectations regarding discipline, punctuality, and workplace behavior, but

these differences do not extend to other competency areas.

The findings indicate that assessment practices within Host Training Establishments (HTEs) are generally

uniform across different organizational roles. Student performance is primarily evaluated based on observable

actions and actual work outputs rather than the evaluator’s position, resulting in comparable ratings regardless

of who conducts the assessment.

The findings were generally supported by related literature, which emphasizes that structured workplace learning

plays a stronger role in developing student readiness than the evaluator’s position (Jaya et al., 2026). Consistent

training environments have been found to lead to more reliable competency development among interns (Hundt,

2024). In addition, internships provide more uniform learning experiences that contribute to comparable

assessment outcomes regardless of supervisor differences(Lemena, 2023). Workplace immersion has also been

shown to strengthen competencies that can be observed and evaluated consistently by various assessors (Kogan

et al., 2023).

However, contrasting evidence suggests that evaluator position and organizational hierarchy may still influence

assessment outcomes. Differences in authority level, professional experience, and workplace expectations can

affect how supervisors rate behavioral competencies such as professionalism and work attitude (H. Yang et al.,

2025).

Table 15. Significant Relationship in the HTE Evaluation on the Level of Work Readiness of BSBA On-the-

Job Training (OJT)

Work Readiness—

Students

Work Readiness—OJT

Supervisor

Interpretati

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Work Readiness—Students

Not

Significant

Work Readiness—OJT

Supervisor

0.593

Table 15 presented the significant relationship in the HTE evaluation on the level of work readiness of BSBA

On-the-Job Training (OJT) students as assessed by the students and their OJT supervisors. The results showed a

correlation coefficient of r = 0.593, indicating a moderate positive relationship between the two assessments.

However, the relationship was found to be not statistically significant, suggesting that the association between

the students’ self-ratings and the supervisors’ evaluations was insufficient to establish a statistically significant

relationship.

The findings suggest that although students and OJT supervisors generally had similar perceptions of work

readiness, their evaluations were not significantly related. This indicates that students and supervisors may have

viewed work readiness from different perspectives. Students may have assessed themselves based on their

confidence, learning experiences, and perceived competencies, while supervisors likely focused more on actual

job performance, work behavior, and observable skills demonstrated during the internship.

The results also imply that self-assessment and supervisor evaluation offer different but complementary views

of student readiness for employment. Since no significant relationship was found, relying on only one source of

evaluation may not fully capture students’ overall preparedness for the workplace. Combining both perspectives

could therefore provide a more complete and balanced assessment of work readiness.

The findings are supported by related studies, which found that students’ self-perceptions of employability and

work readiness often differ from employer evaluations because both groups assess competencies from different

perspectives (Hoffman, 2025). Similarly, work readiness and employability involve subjective judgments that

may lead to differences between how students evaluate themselves and how supervisors assess their performance

(Mohammad, 2025).

However, contrasting findings show that there can also be strong alignment between student self-assessments

and supervisor evaluations, particularly when internships include structured feedback and consistent

performance monitoring (Brands, 2025). In the same way, regular supervision and clearly defined competency

standards have been found to improve the agreement between student and supervisor evaluations of work

readiness (Lasrado et al., 2024).

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings

The descriptive findings for the On-the-Job Training students showed that they generally demonstrated a very

high level of work readiness across the seven dimensions of knowledge competency, technical and practical

skills, communication skills, work attitude and professionalism, interpersonal skills, personal attributes or self-

management, and ethical and social responsibility. Both male and female students obtained the same overall

mean of 3.46, while students across age groups were also rated at a very high level. When grouped according to

industry category, the education industry obtained the highest results in knowledge competency and overall work

readiness, while the healthcare industry recorded the highest mean in interpersonal skills. Lower mean scores

were observed in knowledge and communication skills among students assigned to the lending and financing

and cooperative sectors. The inferential findings revealed no significant differences in students’ work readiness

when grouped according to age and sex. Similarly, no significant differences were found across industry

categories in most dimensions and in overall work readiness. However, a significant difference was found in

knowledge competency, indicating that the students’ cognitive learning varied according to their assigned

industry.

The descriptive findings based on the evaluations of Host Training Establishment supervisors likewise indicated

that the students generally possessed high to very high levels of work readiness across all seven dimensions.

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Students supervised by staff or officers obtained higher overall ratings than those supervised by team leaders or

supervisors, particularly in technical, practical, and communication competencies. Higher ratings were also

generally given by part-time supervisors and those with one to three years of experience in handling On-the-Job

Training students, while relatively lower ratings were observed among permanent supervisors and those with

four to six years of experience. Nevertheless, the ratings remained within the high to very high levels. The

inferential findings showed no significant differences in most supervisor evaluations when grouped according

to position, employment status, and length of experience in handling trainees. The only significant difference

was found in work attitude and professionalism according to the supervisor’s position. Moreover, the relationship

between the students’ self-assessments and the supervisors’ evaluations was moderately positive but statistically

non-significant, indicating that the two assessments reflected related yet distinct and complementary

perspectives of work readiness.

Conclusion

The study concluded that the Bachelor of Science in Business Administration On-the-Job Training students

generally possessed a very high level of work readiness across the seven dimensions assessed. Their strong

performance in work attitude and professionalism, interpersonal skills, self-management, and ethical and social

responsibility indicated that they were generally prepared to adjust to workplace expectations and perform their

assigned responsibilities. Although most differences according to age, sex, and industry category were not

statistically significant, the significant variation in knowledge competency across industries suggested that the

nature and quality of workplace exposure influenced the students’ application of academic knowledge. This

finding emphasized the need to provide comparable, relevant, and competency-based learning opportunities

across all Host Training Establishments.

The evaluations of the Host Training Establishment supervisors further confirmed that the students demonstrated

high to very high levels of workplace preparedness. Differences in the supervisors’ position, employment status,

and experience generally did not significantly affect their evaluations, except in work attitude and

professionalism according to position. The moderate positive but statistically non-significant relationship

between the students’ self-assessments and the supervisors’ evaluations indicated that both groups viewed work

readiness from related but distinct perspectives. Therefore, student self-assessments and supervisor evaluations

should be considered together to provide a more balanced and comprehensive assessment of work readiness.

Overall, the findings supported the enhancement of the On-the-Job Training manual through clearer competency

standards, industry-aligned tasks, standardized evaluation procedures, regular monitoring, and structured

feedback mechanisms.

Recommendations

Based on the findings and conclusions of the study, the institution should enhance the On-the-Job Training

manual by strengthening the areas in which students obtained relatively lower ratings, particularly knowledge

competency, communication skills, and technical and practical skills. The manual should include clearer

competency standards, industry-specific learning outcomes, structured pre-deployment orientation, practical

exercises, workplace simulations, and guided activities that help students apply business concepts in actual work

situations. Greater attention should be given to students assigned to the lending and financing and cooperative

sectors, where lower mean scores in knowledge and communication competencies were observed. Host Training

Establishments should provide students with meaningful, varied, and competency-based tasks rather than

limiting them to routine or repetitive assignments.

The institution should also establish standardized monitoring and evaluation procedures to ensure consistency

across different industries and Host Training Establishments. A common evaluation tool, regular supervisory

visits, scheduled feedback conferences, and progress monitoring should be included in the enhanced manual.

Host Training Establishment supervisors should be oriented on the expected competencies, rating standards, and

proper procedures for evaluating students to minimize differences caused by the supervisors’ positions,

employment status, or experience. Student self-assessments should be compared with supervisor evaluations

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during feedback sessions so that students can recognize their strengths, address competency gaps, and develop

realistic perceptions of their workplace performance.

To address the identified weaknesses and strengthen the connection between academic preparation and industry

expectations, the study recommends the implementation of the Integrated Work Readiness Enhancement and

Industry Bridging Program (IWREIBP). The program should include pre-deployment competency training,

industry-based simulations, communication and professional writing workshops, technical skills enhancement,

workplace ethics and professionalism sessions, mentoring, regular performance feedback, and post-training

evaluation. It should also strengthen partnerships between the institution and Host Training Establishments to

ensure that assigned tasks are aligned with the students’ program, required competencies, and intended learning

outcomes. The results of the program should be regularly assessed and used as a basis for the continuous

improvement of the On-the-Job Training manual and the overall work readiness of Bachelor of Science in

Business Administration students.

Integrated work Readiness Enhancement and Industry Bridging Program

The “Integrated Work Readiness Enhancement and Industry Bridging Program (IWREIBP)” is a structured

intervention designed to strengthen the alignment between academic learning and workplace practice among

BSBA OJT students. It focuses on enhancing students’ employability skills through integrated training, industry

simulation, and strengthened collaboration between the academic institution and Host Training Establishments.

The program is intended to provide a systematic approach to developing essential competencies required in real

work environments.

This intervention is considered necessary because it addresses the inconsistencies in students’ workplace

exposure and learning experiences during OJT. By providing structured activities and standardized skill

development opportunities, the program ensures that all students receive equal chances to enhance their

competencies regardless of industry placement. It also promotes continuous guidance and feedback from both

academic supervisors and industry mentors, improving the quality of experiential learning.

The study found gaps in knowledge competency, communication skills, and technical-practical skills, where

students performed lower compared to other areas. These gaps suggest challenges in applying classroom

knowledge to actual work, limited communication proficiency, and uneven exposure to hands-on tasks.

To address this, the IWREIBP focuses on improving students’ work readiness through structured training,

stronger industry exposure, and competency-based mentoring. The program aims to develop balanced skills that

meet industry standards and produce more confident, competent, and job-ready graduates.

General Objective

The general objective of the Integrated Work Readiness Enhancement and Industry Bridging Program

(IWREIBP) is to enhance the overall work readiness of BSBA OJT students by addressing identified gaps in

Knowledge Competency, Communication Skills, and Technical and Practical Skills through structured training,

industry exposure, and competency-based development activities.

Specific Objectives

1. To improve students’ Knowledge Competency by strengthening their ability to apply theoretical business

concepts in actual workplace situations.

2. To enhance students’ Communication Skills by developing their proficiency in oral, written, and

professional workplace communication.

3. To strengthen students’ Technical and Practical Skills by providing hands-on training and industry-based

simulations aligned with real workplace tasks.

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Program Design: IWREIBP Activities

Areas of

Intervention

Activities

Persons Involved

Time

Frame

Budget

(Estimated)

Knowledge

Competency

Enhancement

Business case analysis

workshops, industry

lectures, problem-

solving sessions

Faculty, Industry Experts,

Students

Pre-OJT &

Mid-OJT

₱8,000

Communication

Skills

Development

Business writing

training, mock

interviews, oral

presentations

English/Communication

Instructors, HR Practitioners

Pre-OJT &

Ongoing

₱6,000

Technical &

Practical Skills

Training

Simulation exercises

(finance, office systems,

cooperative operations),

software training

IT Instructors, Industry

Supervisors

Pre-OJT &

Mid-OJT

₱10,000

Industry Exposure

Enhancement

Rotational exposure

tasks across departments

(where applicable)

HTE Supervisors, Students

During

OJT

₱5,000

Supervision

Standardization

Program

Supervisor orientation,

evaluation rubric

training, feedback

system implementation

Program Coordinator, HTE

Supervisors

Pre-OJT &

Ongoing

₱4,000

Monitoring and

Feedback System

Monthly evaluation

reports, competency

tracking sheets

Faculty Supervisors, HTE

Supervisors

Monthly

during OJT

₱3,000

Evaluation Tools and Forms (IWREIBP)

Purpose: These tools are designed to evaluate the effectiveness of the Integrated Work Readiness Enhancement

and Industry Bridging Program (IWREIBP) in improving students’ Knowledge Competency, Communication

Skills, Technical and Practical Skills, and overall work readiness through structured training, industry exposure,

supervision, and monitoring activities.

Tool 1. Knowledge Competency Pre-Test and Post-Test Form

Purpose: To measure students’ ability to apply business concepts before and after the program.

Instruction: Read each statement and rate your level of competency.

No.

Item

4 (Very

Competent)

(Competent)

2 (Less

Competent)

1 (Not

Competent)

I can analyze business cases effectively.

I can apply theories learned in class to

workplace situations.

I can solve basic business-related

problems.

I understand financial and operational

processes in an organization.

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I can make logical decisions based on

available data.

I can interpret workplace instructions

correctly.

I can connect academic lessons to real

workplace tasks.

I demonstrate critical thinking in

workplace situations.

I can identify problems and suggest

solutions in the workplace.

I can perform assigned tasks with

understanding and accuracy.

Scoring:

8–10 = High Competency | 5–7 = Moderate Competency | 1–4 = Low Competency

Tool 2. Communication Skills Evaluation Form (Rubric-Based Assessment)

Purpose: To assess improvement in oral, written, and professional communication.

Scale: 4 - Excellent; 3 - Good; 2 - Fair; 1 - Poor

No.

Statement

Communicates ideas clearly during presentations.

Writes business documents properly and accurately.

Demonstrates confidence in speaking with supervisors and

staff.

Uses appropriate professional language in workplace

communication.

Listens actively and responds appropriately.

Participates effectively in meetings and discussions.

Can explain ideas in a clear and organized manner.

Shows improvement in communication during OJT.

Open-ended Questions:

1. What communication skill did you improve the most during the program?

2. What communication difficulty did you experience during OJT?

3. How can communication training be improved further?

Tool 3. Technical and Practical Skills Performance Checklist

Purpose: To evaluate students’ ability to perform workplace tasks and use tools/systems.

Name of

Student

Task/Activity

Performance Rating (4–

Remarks

Evaluator

Business Simulation Task

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Office Software Operation

Financial/Data Encoding

Report Preparation

Cooperative/Industry Task

Scoring

Interpretation:

4 = Highly Skilled | 3 = Skilled | 2 = Developing Skill | 1 = Needs Improvement

Tool 4. Supervisor Evaluation and Monitoring Form

Purpose: To assess consistency of supervision and student performance during OJT.

No.

Indicator

Provides clear instructions to students

Gives regular feedback and guidance

Assigns meaningful tasks for learning

Supports student skill development

Maintains fair and consistent evaluation

Encourages student participation in tasks

Monitors student progress effectively

Demonstrates professional mentoring behavior

Tool 5. OJT Participation and Progress Monitoring Form

Purpose: To track student engagement in IWREIBP activities.

Name

Activity

Attended

Date

Type of Activity

(Training/Simulation/Workshop)

Participation Level

Remarks

Knowledge

Workshop

Pre-OJT

High/Moderate/Low

Communication

Training

Pre-OJT

Simulation

Activity

Mid-OJT

Industry

Exposure

During OJT

Summary:

 Total Activities Completed: ________

 Participation Rate: ________%

 Target KPI: At least 85% active participation

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These evaluation tools ensure that each component of the IWREIBP is systematically measured, allowing

accurate assessment of improvements in Knowledge Competency, Communication Skills, and Technical and

Practical Skills among BSBA OJT students.

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